جستجوی مقالات مرتبط با کلیدواژه "کمک طلبی تحصیلی" در نشریات گروه "روانشناسی"

The purpose of this research was to investigate the effectiveness of teaching metacognitive strategies on the academic well-being and academic help-seeking of adolescent female students This research was semi-experimental (pre-test and post-test design with control group). The statistical population of this research includes all the female students of the second year of secondary school (first grade of high school) who were studying in the academic year (1401-1402) who were selected using a purposive sampling method. To collect data in the two stages of pre-test and post-test, the academic well-being questionnaire (AWBQ) of Tominin-Sweeney et al  and  has been used. The experimental group used the scientific work of Saif (2016) during 8 sessions (90 minutes) under the training of metacognitive strategies. But the control group did not receive such an intervention. The collected data were analyzed using multivariate and univariate analysis of covariance The findings of the research showed that teaching metacognitive strategies has significantly led to an increase in academic well-being and academic help-seeking in the experimental group. According to the results of the present study, it can be concluded that teaching metacognitive strategies can be considered as an effective method to increase academic help-seeking and academic well-being in female students.

This study aimed to design and present a model that explores the relationship between the five dimensions of personality and problem-solving skills, as well as academic help-seeking behaviors in female students.

Methods and Materials:

 The research utilized a quantitative approach, involving a sample of female students from various schools. Data were collected through standardized questionnaires measuring personality dimensions, problem-solving skills, and help-seeking behaviors. Statistical analyses, including correlation and regression analyses, were performed to examine the relationships between these variables.

The results indicated a significant relationship between the five dimensions of personality and both problem-solving skills and academic help-seeking behaviors. Specifically, traits such as resilience and conscientiousness were positively associated with higher problem-solving skills and a greater propensity to seek academic help.

The study concludes that personality traits play a crucial role in influencing problem-solving skills and help-seeking behaviors in female students. Enhancing positive personality traits can potentially improve these skills, leading to better academic outcomes. Future research should focus on intervention strategies that bolster these traits.

The purpose of the present study was to design and test the fit the academic help-seeking model based on the sense of belonging to the school, social-emotional competence, and the teacher's communication styles with the mediation of academic procrastination.

The method of the research was correlational and structural equation analysis. The statistical population consisted of 14,842 fifth and sixth grade students of Arak city in the academic year 2019-2020, and a sample of 501 was selected using cluster random method. The research tools included help-seeking behavior by Ryan and Pintrich (1997), sense of belonging to school by Berw et al. (2004), social-emotional competence by Zhou and Ee (2012), teacher-student interaction atmosphere by Belmont et al. (1992) and Tuckman's procrastination questionnaire (1991). Structural equation analysis method was used for data analysis using SPSS 22 and LISREL8.8 software.

The results showed that the proposed model had a good fit with the data. Based on results, the direct effect of feeling of belonging to the school, social-emotional competence and communication styles was positive and significant on the help-seeking acceptance and negative and significant on the help-seeking avoidance and academic procrastination (p<0.01). The effect of academic procrastination on the help-seeking acceptance and avoidance dimension was significant. Also, academic procrastination had a significant mediating role in the model.

The positive effects of the sense of belonging to the school, social-emotional competence and communication styles have an effective role in reducing academic procrastination and lower procrastination is effective in increasing the help-seeking behavior of students.

The aim of this study was to investigate the role of emotional intelligence and self-compassion on academic burnout mediated by academic help seeking. The present study was a descriptive and correlational study. The statistical population of this study was all undergraduate students studying in Yazd University in the academic year of 2018-2019, numbering 9022 people. Meanwhile, 368 students were selected to participate in this research by available sampling method, and in order to collect data, they used Berso's academic burnout scales (2007), self-compassion questionnaire-long form (2003), Ryan and Pintrich's help-seeking questionnaire (2012). Pearson's correlation coefficient and path analysis were also used to analyze the data. Findings showed that emotional intelligence, self-compassion and academic help-seeking have a negative and significant relationship with academic burnout at the 0.01 level. The results of path analysis also indicated that self-compassion and emotional intelligence are able to indirectly and negatively affect academic burnout through mediation of academic help-seeking. Academic help-seeking and self-compassion can also directly and negatively predict academic burnout. But emotional intelligence does not directly predict academic burnout. Overall, according to the obtained results, it can be concluded that by using self-compassion strategies, cooperative teaching methods to increase academic help-seeking capacities and self-regulation skills related to emotional intelligence, the adverse effects of academic burnout can be overcome at first, and then as Preventive strategies to prevent the occurrence of academic burnout.

The teacher-student interactions is one of the determining factors in the cognitive, social, emotional and behavioral student’s development in school. The aim of this study was to effectiveness of the educational pattern training on academic help seeking and improving teacher-student relationship among girl secondary school students. The present research method is quasi-experimental and pre-test-post-test design with control group was used. The statistical population of the study included all female students’ girls’ secondary school students in Hoveyzeh. , 40 high school girls’ students were selected available sampling method and were randomly assigned to experimental and control groups. The experimental group underwent 8 sessions during 6 weekly training based on education pattern; while the control group did not receive any intervention. In this study, help-seeking behaviors questionnaire Ryan & Pintrich (HSBQ) and teacher-student relationship questionnaire Murray & Zvoch (T-SRQ) was used to collect data in two stages pre-test and post-test. The collected data were analyzed by analysis of covariance with used using SPSS software version 25. The results showed that after controlling the effects of covariate variable (pretest) educational pattern training on experimental group was shown to be significant in each of the dependent variables. According to these results, educational pattern training has increased academic help seeking, teacher-student relationship and teacher-student trust on one hand, and decreased avoidance of help seeking and student decreased teacher-student alienation on the other hand(P<0.01). As a result, it can be said that teaching the educational pattern increases the academic help seeking and improves the teacher-student relationships.

The purpose of this study was to investigate the relationship between academic optimism and Academic self-regulation with help-seeking in Athlete students.

The research method was descriptive correlational. The statistical population of the study consisted of all Athlete students of Ardebil in the academic year of 2019-2020. That 186 students were selected using stratified sampling method. To collect data, Tschannen-Moran, et al. Academic optimism questionnaire, Savari and Arabzade Academic self-regulation questionnaire and Ryan & Pintrich help-seeking questionnaire were used. The obtained data were analyzed using Pearson correlation coefficient and multiple regression analysis.

The findings showed that there is a positive and significant relationship between academic optimism and academic self-regulation with help-seeking (P<0.01). The results of regression analysis also revealed that help-seeking are able to predict 0.47 of changes in help-seeking a positive direction.

  Therefore, to increase the level of academic vitality, we can pay attention to the variables of between academic optimism and academic self-regulation.

The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.

Educational help-seeking serves as a learning strategy for enhancing students’ psychological and motivational abilities. The present research investigates the mediating role of motivational beliefs in relationship to self-directed learning with educational help-seeking in female high school students. The statistical population consisted of female high school students of Tehran, District 18, in the academic year 2021-2022. A number of 256 students were selected by the cluster sampling method who answered Self-Directed Learning - (SDLQ) (Fisher & et al., 2001), Motivational Beliefs - (MSLG) (Pintrich & De Groot 1990), and Educational Help-Seeking (Ryan & Pintrich, 1997) -(HSQ) questionnaires. The data were analyzed by the structural equation modeling method via Spss 22 and Lisrel 8/8 software. An acceptable fit of the data with the modified model was shown by the Fit indicator. The results showed that self-directed learning was able to directly predict educational help-seeking in female students (p<0/01). Indirect self-directed learning indirectly and openly through motivational beliefs was able to predict educational help-seeking in female students. The findings of this study present that self-directed strategies in learning and motivational beliefs can be concluded to be able to play a role in applying help-seeking skills to students. Moreover, paying attention to educational planning with the aim of promoting these strategies in order to comprehend and control learning, make the right decisions facing academic problems and progress students’ learning process is highly significant.

Attention deficit hyperactivity disorder (ADHD) is a common behavioral problem in children worldwide and affects the lives of patients, parents, and society. The main feature of this disorder is a stable attention deficit hyperactivity disorder and impulsivity model in people who have more frequent and severe symptoms compared to people who are at the same level of growth. The present study aimed to determine the difference between executive functions and help-seeking in students with attention deficit hyperactivity disorder (ADHD) and normal students.

The present study was a descriptive and causal-comparative study and its statistical population consisted of all students (girls and boys) in the fourth to sixth grades of the elementary school in Yasuj in the academic year 2019-2020. Among the statistical population, 50 normal students were selected using the multistage cluster sampling method, and 50 students were selected with attention deficit hyperactivity disorder using the purposive method. Data were collected using the academic help-seeking scale by Ryan and Pintrich (1997), and the Behavior Rating Inventory of Executive Function (BRIEF) (2000). After collecting and extracting data, participants' scores were analyzed using analysis of variance (univariate and multivariate).

The results of multivariate analysis of variance indicated that there was a significant difference between executive functions and academic help-seeking in students with attention deficit hyperactivity disorder and normal students. The results also indicated that there was a significant difference between the two groups of students with attention deficit hyperactivity disorder and normal students in terms of components of executive functions (behavior regulation, metacognition), and components of academic help-seeking (accepting help and avoiding help-seeking).

Children who suffer from attention deficit hyperactivity disorder have more executive dysfunctions than normal children and benefit from help-seeking behaviors to solve fewer problems. Therefore, it is necessary to consider psychological interventions and training to improve and solve the problems of these students.

The main purpose of this current study is Presenting Causal Model of Goals Orientation Dimensions Relations and Academic help seeking with the role of academic engagement and self-efficacy occur in analysis method. The research  method was correlation. The population includes all high school students (second level) in Shiraz city (N=43700). According to the Cochran formula, the sample size was 265 people who were selected by multi-stage cluster sampling method. For data collection used academic help seeking questionnaire (Ryan & pintrich), academic engagement (Brink Lynn & pintrich), goal orientation (Elliot & Mc Greger) and self-efficiency (Morris). It used LISREL Software in order to data analyze. It used fit indicators for studying model fitting. It reported fitting indicators as x/df=2/44, RMSEA=0/073, CFI=0/97, GFI=0/94, AGFI=0/93, p-value=0/048 in this research. According to the results, education goal orientation and its component through academic of the indirect effects to students' academic help seeking. All variables in this study of current changes explain 0/37 of help seeking variable.  Paying attention to fit features is in a suitable level.

Academic engagement is one of the indicators of academic quality. The purpose of this study was to structural equation modeling of students' academic engagement based on academic help-seeking, transformational teaching, perceived social support with the mediation role of academic buoyancy.

The statistical population was all undergraduate students of Esfarayen University of Technology, in 2016-2017 academic year.The sample included 304 students (253 boys, 51 girls) who were selected using random cluster sampling. Academic engagement scale (Fredericks et al., 2004), academic buoyancy (HosseinChari and Dehghanizadeh, 2012), Help-Seeking (Ryan and Pintrich, 1997), perceived social support (Zimet et al., 1988) and Transformational teaching (Beauchamp et al., 2010) were used to measure variables.

Perceived social support, academic help-seeking and transformational teaching had a direct effect on academic engagement. Also, Academic help-seeking, transformational teaching and perceived social support had indirect effects through academic buoyancy on academic engagement. Academic buoyancy could predict the student academic engagement positively. Overall, finding suggested that academic buoyancy had a mediating role in the relationship between academic help-seeking, transformational teaching, perceived social support and academic engagement. In total, the variables of the research were able to predict about %31 of the variance of academic engagement.

By enhancing help-seeking, social support and teachers' use of transformational teaching, students helps them overcome their educational problems, and increase their academic buoyancy. These factors can enhance students' academic engagement to interact with each other.

The aim of this research is to assess the model of academic burnout based on social problem-solving skills, psychological capital, academic conscience, and seeking academic help as well as determine the proposed theoretical model fit with the real data. This study is a descriptive-correlational research with an emphasis on possible causal relationships based on structural equation modeling. The population included senior high school students studying science in their fourth year in the first district of Ardabil during 2016-2017 school year. We used proportional stratified random sampling. The sample size was determined to be 291 participants using Morgan Table. The instruments included “Salmela-Aro and Naatanen’s Academic Burnout Questionnaire”, “D'Zurilla and Nezu’s Social Problem-solving Skills Inventory”, “Luthans’s Psychological Capital Questionnaire”, “Ilroy and Bunting’s Academic Conscience Questionnaire” and “Ryan and Pintrich’s Academic Help-Seeking Scale”. The results consistent with the hypotheses showed that adaptive social problem-solving skills had negative effect on academic burnout. Maladaptive social problem-solving skills and psychological capital had positive effect on academic burnout. In addition, the negative effect of seeking academic help as a mediator in the relationship between adaptive social problem-solving skills and academic burnout was confirmed. Furthermore, the positive effect of seeking academic help as a mediator in the relationship between maladaptive social problem-solving skills and academic burnout was confirmed. Academic conscience, as the mediator between psychological capital and academic burnout, was found to have an indirect and negative effect. And finally, the model with the experimental data from the study has a good fit.

The current research was conducted with the aim to investigate the relationship between academic help seeking and academic adjustment of students with mediating role of academic eagerness. This is a descriptive-correlational research done using path analysis. The statistical population of the research consisted of all female students of the second round of theoretical high schools of Karaj city in academic year 2017-2018 (n=1600). Using multistage cluster sampling method, a sample size of 250 was selected based on Morgan and Krejcie table. In order to collect data, Help-Seeking Questionnaire, Adjustment Inventory for School Students -AISS and Academic Eagerness Scale  were used. In order to analyze data, path analysis was used. The results from data analysis showed that academic eagerness plays a mediating role in the relationship between academic help seeking and academic adjustment. Additionally, 40% of variation of academic adjustment scores with the mediation of academic eagerness can be explained by help seeking among students. Moreover, considering the research findings, 0/30 of academic eagerness variance and 0/62 of academic adjustment variance were explained by academic help seeking among students. In conclusion, it can be said that planning to enhance academic eagerness of students can play an important role in increasing academic help seeking and academic adjustment among students.

This quasi-experimental study aimed at examining the effect of self-efficacy training on academic help-seeking and academic engagement among junior high school students in Zahedan in the academic year 2018-2019. Given the number of people considered as the statistical population, a school was selected among all junior high schools in District 2 of Zahedan, using the purposeful sampling method. Out of all the students studying at this school, 30 students who gained low academic help-seeking and engagement scores were selected and divided into two groups, i.e., an experimental group and a control group. To collect data, the Ryan and Pintrich Academic Help-Seeking Questionnaire (1997) and the Fredricks et al. Academic Engagement Scale (2004) were applied as the pretest and completed by both experimental and control groups. Then, 8 self-efficacy training sessions were conducted for the experimental group, and a post-test was performed on both groups after holding all the sessions. Data were analyzed using the analysis of covariance via SPSS ver. 22. The results demonstrated that self-efficacy training had significant effects on academic help-seeking and academic engagement.

The present study was conducted to investigate the mediating role of academic help-seeking in the relation of academic emotion of hope and academic dishonesty. Participants were 360 high school students (177 girls and 184 boys) who were selected via random cluster sampling method. In order to investigate the research variables Academic Emotion of Hope Questionnaire (Pekrun et al., 2002), Help-Seeking Scale (Ryan & Pintrich, 1997), and Academic Dishonesty Scale (McCabe & Trevino, 1996) were used. For analyzing the research model, structural equation model and AMOS22 software were used. Results showed that academic emotion of hope predicted academic dishonesty directly and also indirectly through academic help-seeking. Conclusively, results of this study showed the importance of academic emotion of hope and academic help-seeking in the reduction of academic dishonesty.

The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school well-being. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.

  This study aims to consider the effect of metacognitive strategies on help seeking and academic procrastination probation students in Yasouj University. It was a semi-experimental design with pretest-posttest and control group. The statistical population of the study included the probation students in Yasouj University.40 students were selected through random sampling method and randomly assigned to two groups composited of treatment group (20 students) and control group (20students).Treatment group encountered with 8 metacognitive strategies. Data gathering process was performed by procrastination scale and help seeking scale in pretest and posttest for all participants in two groups. Gathered data analyzed using analysis of covariance by SPSS-21 software. The results showed that there is significant difference in academic procrastination and help seeking among treatment group and control group. These findings reflect that metacognitive strategies is an effective plan for reducing the academic procrastination and increase help seeking among probation students. this intervention by reforming underpinning ideas among students have effective role in improvement of help seeking and reducing academic procrastination

This study aimed to examine influences of students, goal preferences and goal structures on their help-seeking during mathematic problem solving. Two hundred boy students in 8th grade randomly were selected. These students were low, median or high in ability mathematic problem solving. They scored two scenarios about mastery or performance hypothetical classrooms. Then, they solved 6 difficult mathematic problems under mastery or performance conditions. The results showed that: 1) Students in mastery condition, seek more help than those in performance condition. Moreover, the low ability students in performance condition asked less questions than similar peers in mastery condition. This result is in agreement with vulnerability hypothesis and shows that the influence of goal structures depends on students, ability level. 2) It revealed that students with high ability followed the more efficiency strategies (hints) than those with low ability. Furthermore, in mastery condition (but not in performance condition) students with low ability, look more at answer sheets than those with high ability. Also low ability group in mastery condition (than those in performance condition) look more at the answer sheets. The evidence is in agreement with vulnerability hypothesis and it is evident that the effect of goal structures depends on students, ability in doing tasks. 3) The students have performance preferences, in mastery condition (than similar peers in performance condition) asked more confirmation.